The Mediating Effect of Middle-Aged Female Learner’s Academic Engagement on the Relationship between Participative Motivation and Learning Satisfaction

Abstract Household entrepreneurship is a basic unit of entrepreneurial activity, and a crucial aspect of connecting personal and social wellbeing. This study examines the relationship between the proportion of elderly family members and household entrepreneurship. This study also assesses the mediating effect of the middle-aged generation's support to their parents and the moderating effect of the parents’ support with respect to the proportion of elderly family members and entrepreneurship. We use data from the China Family Panel Studies. We adopt the instrumental variable method to deal with endogeneity, robustness and credibility of the estimation results. The results show that a higher proportion of elderly family members impedes household entrepreneurship. Moreover, the financial and instrumental support provided by the middle-aged generation to their parents significantly mediates the relationship between the proportion of elderly family members and household entrepreneurship. In turn, parents’ financial support to the middle-aged generation moderates the focal relationship; however, parents’ instrumental support does not moderate the focal relationship. These findings emphasise the need to develop a comprehensive social security network for older adults that will indirectly promote household entrepreneurship, and improve personal and social wellbeing.

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“Want to Learn” and “Can Learn”: Influence of Academic Passion on College Students' Academic Engagement

Frontiers in Psychology ◽

10.3389/fpsyg.2021.697822 ◽

2021 ◽

Vol 12 ◽

Author(s):

Hui Zhao ◽

Xiaoxian Liu ◽

Chunhui Qi

Keyword(s):

College Students ◽

Self Efficacy ◽

Academic Engagement ◽

Henan Province ◽

Mediating Effect ◽

Developmental Feedback ◽

The Relationship ◽

Academic Self Efficacy ◽

Positive Effect

Although research exists on the relationship between passion and engagement among employees, the mechanisms of academic passion on academic engagement among students needs to be elucidated. Guided by the broaden-and-build and situated cognition theories, we explored the positive effect of academic passion on academic engagement, the mediating effect of academic self-efficacy, and the role of teacher developmental feedback as a moderator in the relationship between academic passion and academic engagement. Based on a sample of 1,029 college students from universities in the Henan Province of China, the results showed that academic passion was positively related to academic engagement, academic self-efficacy partially mediated the relationship between academic passion and academic engagement, and teacher developmental feedback effectively moderated the relationship between academic passion and academic engagement. These findings explained the mechanism underlying the relationship between academic passion and academic engagement. Moreover, the findings highlighted important factors that promote college students' academic engagement.

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